This session offers practical, research-based strategies to support pre-service bilingual teachers in developing confidence and willingness to communicate in Spanish as their heritage language (MacIntyre et al., 1998; Henry et al., 2024; Peng, 2025). Drawing on key findings from an applied study, the session explores how internal and external factors in both academic settings and extracurricular environments, such as language clubs and community-based interactions, shape language development, emotional safety, and professional identity (MacIntyre et al., 1998; Dewaele & Li, 2018; Hornberger, 2005). Special attention is given to the role of informal spaces in promoting heritage language use and communicative confidence (Wenger, 1998; Smith, 2022; Carreira & Kagan, 2011). The session also explores how academic environments and community-based experiences can collaborate to create emotionally supportive and culturally relevant spaces (Gay, 2010; García & Wei, 2014). These strategies are designed to promote heritage language retention, enhance academic engagement, and foster strong connections to bilingual identity (Hornberger & Wang, 2008; Pauwels, 2016; Schalley & Eisenchlas, 2020). In addition, the presentation highlights how this approach contributes to the preparation of future educators through accessible Grow Your Own pathways that support teacher candidates from within the community (Skinner, Garreton, & Schultz, 2011; Valenzuela, 2017). Attendees will gain research-based tools and ideas that can be adapted to strengthen dual language programs, build communicative confidence, expand meaningful opportunities for heritage language use beyond the classroom, and contribute to innovative bilingual teacher preparation programs.